OPPORTUNITY CULTURE TEACHER RESIDENT 2024-2025

Primary Purpose:  The teacher resident is part of a small teaching team (typically 3–6, and up to 8, teachers and residents) led by a multi-classroom leader. A multi-classroom leader, or mentor teacher, is an excellent teacher with prior high-growth student learning who leads, organizes, and develops a team of teachers and staff to serve multiple classrooms of students with excellence. Teacher residents are in their final year at a cooperating educator preparation provider, typically working toward certification or a bachelor’s degree; they work full time for a full school year in various roles as determined by the MCL or mentoring teacher, while learning how to teach. Total instructional time exceeds that of typical student teaching roles. Teacher Residents work a minimum of 32 hours of a traditional 40-hour work week with 8 hours allowed each week for attending to coursework needed for degree/certification completion.

 Qualifications:

 Education/Certification:

• Knowledge of subject matter being taught
• In final year of a bachelor’s degree program or working toward a teaching certificate
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement.
• Employment as a Teacher Resident is contingent upon meeting UTPB and Odessa College program requirements.

 Major Responsibilities and Duties:

 Planning and Preparation:   

• Ensure a high-standards, differentiation-ready curriculum
• Plan backward to align all lessons, activities, and assessments with high-expectation standards & curriculum
• Implement and suggest improvements to instruction that develops higher-order thinking skills and is personalized, reflecting the levels and interests of individual students
• Implement and suggest improvements to assessments that accurately assess student progress

 Classroom and School Environment

• Hold students accountable for high expectations of behavior and engagement that are ambitious
• Together, create physical classroom environments conducive to collaborative and individual learning
• Establish a culture of respect, enthusiasm, and rapport

 Instruction

• Set high expectations of achievement for each student
• Hold students accountable for ambitious, measurable standards of academic achievement
• Identify and address individual students’ social, emotional, and behavioral learning needs and barriers
• Identify and address individual students’ development of organizational and time-management skills
• Invest students in their learning using influence techniques
• Incorporate questioning and discussion in student learning
• Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs
• Monitor and analyze student assessment data
• Adjust instruction level and method for high growth
• Keep students informed of their progress

 Professional Responsibilities

• Solicit and eagerly receive feedback from MCL and team members to improve professional skills
• Maintain regular communication with families, as assigned; work collaboratively with them to design learning both at home and at school, and to encourage a home life conducive to learning success
• Meet with team and MCL to ensure alignment of instructional vision and delivery in all classrooms and to troubleshoot students’ persistent learning challenges
•             Perform all professional duties allocated by MCL

 Critical Competencies:

• Achievement: The drive and actions to set challenging goals and reach a high standard of performance despite barriers
• Impact and Influence: Acting with the purpose of influencing what other people think and do.
• Cultural Engagement: Noticing, anticipating, and acting to meet people’s practical and emotional needs, considering the possible effect of culture, past experiences, or personal characteristics, including race, gender, sexual orientation, religious, economic, and/or other backgrounds in order to create positive impact on individual and the group
• Teamwork: The ability and actions needed to work with others to achieve shared goals
• Developing Others: Influence with the specific intent to increase the short- and long-term effectiveness of another person
• Flexibility: The ability to adapt one’s approach to the requirements of a situation and to change tactics
• Believe in Learning Potential: A belief that all students, regardless of circumstances, can learn at levels higher than their current achievement indicates

 Working Conditions:

 Mental Demands/Physical Demands/Environmental Factors:

• Maintain emotional control under stress.

 Fund Sources: 

 Funding for this role may include some or all of these funding sources: Title I, Title II, Comp-Ed, TCLAS, Local, ESSER III, ESSER II, or Title IV

 The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.  I have read, understand and attest to the above description and funding relating to my daily activities.

 Print Name: ________________________________________________________________________

 Signature:____________________________________________Date:___________________________

Salary : $162 - $226